Context, initial objectives, orientations Context (Ph.D.) Distant - - PowerPoint PPT Presentation

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Context, initial objectives, orientations

 Context (Ph.D.)

 Distant learning  Instructional design models  Exploring potential addons of UML (meta)-modeling for

the design and implementation of co-operative Problem- Based Learning situations (PBL)

 Objective/realization

 To propose a graphical modeling language, UML-based,

and dedicated to PBL

 the CPM language  the CPM language

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Existent modeling languages/CPM position

 CPM language  instructional engineers (with pre-requisite to

know UML modeling bases

 CPM models  multidisciplinary designers’ team

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The Semantic Information Model

 Syntax

 Abstract (terminology): CPM meta-model

 UML-independent  35 concepts

 Concrete (notation):

 CPM profile extending UML

• Stereotypes
• Tagged values

 Preferred diagrams:

• Class, Use case,
• Activity, States

 Semantics

 Natural language  and OCL rules

M0 M1 M2 M3

Real word, run-time instances Meta-meta-model Meta-model Model

MOF UML

conforms to

CPM meta-model CPM profile

conforms to specializes

CPM models

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Experimentation, Use Cases

 Exploring expressiveness thanks to the

SMASH case-study

Initial requirements Analysis Design Model = set of views View = set of diagrams Definition of:

• Objectives
• Task
• Success criteria
• Obstacle
• Preliminary roles
• …

Definition of:

• Objectives
• Task
• Success criteria
• Obstacle
• Preliminary roles
• …

Scenario specification:

• Roles, resources
• Individual activities
• Collaborative activities
• Cooperation
• Event management
• …

Scenario specification:

• Roles, resources
• Individual activities
• Collaborative activities
• Cooperation
• Event management
• …

Detailed analysis of:

• Roles
• Resources
• Activities
• Knowledge
• …

Detailed analysis of:

• Roles
• Resources
• Activities
• Knowledge
• …

Uses Uses Uses

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Experimentation (2): just one example

{roleKind(tutor)} :Session manager {roleKind(tutor)} :PoliceChief {roleKind(learner)} :Investigators <<CollaborationMode>> {les élèves écoutent la présentation de la scène} <<RoleParameter>> {Listener} <<RoleParameter>> {Presenter} Planning for future presentations order Scene briefing Listen :LearnersProductions :Corrections :Presentation order

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Dedicated CASE-Tool

 CPM profile integrated as a module for the

Objecteering UML CASE-tool

 Customized and adapted HMI  New end-users functions

Authoring environment prototype for instructional designers Authoring environment prototype for instructional designers

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Binding facility

 Experimentation of models transformation  Why?

 To extend CPM language uses  To provide CPM models with an ODL platform-

implementation facility

 How?

 CPM activity diagrams modeling learning scenarios  XML models conform to IMS-LD spec

Stereotypes and tagged values (extension elements from CPM profile) inform and guide transformations

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Binding facility (2): simple example

Element information:

• Stereotype <<Role>>
• Tagged Value RoleKind=learner

Element information:

• Stereotype <<Activity>>
• Nested in a partition of learner

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Comparison between CPM and IMS-LD

Language Models/ instances CPM IMS-LD Main goals

Communication, abstraction Interoperability, reuse, exchange

Kind

Semi-formal (graphical) Formal

Terminology

CPM meta-model IMS-LD information model

Notation

UML Profile CPM none

Target audience

Instructional engineer knowing bases of UML Instructional engineer trained to IMS-LD

Concerned steps

Initial requirements, analysis and design Detailed design

Type

UML models XML Models

Target audience

Multidisciplinary staff in charge of design process Machine

Tools

One prototype Several prototypes

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 CPM Language  UML-based EML  Dedicated to PBL  Binding facility

Conclusion

CPM language Initial requirements Detailed design Implementation Deployment Test Evaluation

Design phase

Analysis Design CPM models CPM models IMS-LD models CPM models IMS-LD language

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Positive/negative points of this UML approach for EML

 Graphical language  Models address

multidisciplinary design team  Upstream IMS-LD

 Object-based approach

 Lack of methodological

 UML methods/techniques

/tools could be exploited

 UML notation extension is

limited



Explicit modeling of information thanks to stereotype & tagged values

 Instructional engineers’ pre-

requisite to be “UML-aware”

 Roles of UML Profiles in the

MDA framework

 Difficulty to create specific

tools from scratch

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Perspectives

 To improve models transformation: taking into

account …

 …other CPM diagrams from CPM models of LD  …IMS-LD levels B & C

 IMS-LD point-of-view:

 Benefits of a UML-profile dedicated to IMS-LD ?  Benefits of a UML-based authoring-tool for IMS-LD ?